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Scott Foresman Reading StreetSuggested levels for Guided Reading,
DRA,™ Lexile,® and Reading Recovery™ are provided in the Pearson
Scott Foresman Leveling Guide. A A
Different Different DrawingDrawing
by Kim Fields
ISBN 0-328-13403-1
13403_CVR_FSD.indd A-B13403_CVR_FSD.indd A-B 11/19/05 10:04:44
AM11/19/05 10:04:44 AM
Suggested levels for Guided Reading, DRA,™ Lexile,® and Reading
Recovery™ are provided in the Pearson Scott Foresman Leveling
Guide. A A
Different Different DrawingDrawing
by Kim Fields
ISBN 0-328-13403-1
13403_CVR_FSD.indd A-B13403_CVR_FSD.indd A-B 11/19/05 10:04:44
AM11/19/05 10:04:44 AM
Fact Opinion
Reader Response 1. Use a chart like the one below. Label one
column Fact and the other Opinion. Look at the characters’ speeches
in the story. Find two statements of fact and two of opinion in
what they say. Write them in the correct column.
2. What questions did you have as you read? Did you find the
answers? Write your questions on a separate sheet of paper. Tell
how you found the answers.
3. Sue drew a tree that was native to her state. What does the word
native mean in this sentence?
4. How did Sue’s teacher help her understand why Nat didn’t like
her picture?
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AM11/19/05 10:04:53 AM
Editorial Offices: Glenview, Illinois • Parsippany, New Jersey •
New York, New York Sales Offices: Needham, Massachusetts • Duluth,
Georgia • Glenview, Illinois
Coppell, Texas • Ontario, California • Mesa, Arizona
A A Different Different DrawingDrawing
by Kim Fields
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10:01:53 AM
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6.269395
Every effort has been made to secure permission and provide
appropriate credit for photographic material. The publisher deeply
regrets any omission and pledges to correct errors called to its
attention in subsequent editions.
Unless otherwise acknowledged, all photographs are the property of
Scott Foresman, a division of Pearson Education.
16 ©Mark Wilson/Getty Images
Copyright © Pearson Education, Inc.
All Rights Reserved. Printed in the United States of America. This
publication is protected by Copyright, and permission should be
obtained from the publisher prior to any prohibited reproduction,
storage in a retrieval system, or transmission in any form by any
means, electronic, mechanical, photocopying, recording, or
likewise. For information regarding permission(s), write to:
Permissions Department, Scott Foresman, 1900 East Lake Avenue,
Glenview, Illinois 60025.
2 3 4 5 6 7 8 9 10 V0G1 14 13 12 11 10 09 08 07 06 05
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3
One day Sue’s third grade class decided to make a big picture for
the wall. They wanted to make a forest. Each student tried to draw
a tree for the forest. But there was a problem—a big problem. “We
don’t know how to draw trees!” said Amy. All she drew was a wavy
green line.
“I can help,” Sue said. She loved drawing trees.
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“You are the best artist!” Amy said. “What’s that?” asked Nat,
pointing to
Sue’s picture. “That’s a tree,” said Sue. Nat shook his head.
“Trees look like
green lollipops,” he said. “What you drew is not a tree!”
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5
Sue was very sad. “I worked hard to draw this tree,” she said.
“These are local trees. They grow all around the state. I make a
lot of practice drawings because I want to get it just
right!”
“Well, you got it wrong,” said Nat.
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10:02:04 AM
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6
Amy looked at Sue’s real-looking tree. Then she looked at Nat’s
drawing of the green lollipop. “Nat,” she asked at last, “will you
teach me to draw trees?”
“Sure!” said Nat. He showed Amy how to draw a green circle. “Those
are the leaves,” he said. Then he drew a brown straight line.
“That’s the trunk,” Nat said.
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7
“Neat!” said Amy. Soon all the other children wanted to draw green
lollipops too.
Sue felt sad. She tried to find something nice to say about the
other drawings. “Those are nice green lollipops,” she said. But no
one said anything nice about her drawing.
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8
Nat shook his head at Sue’s drawing. “If we’re going to have a
forest, all the trees should look the same,” he said. “Draw green
lollipops, Sue.”
Sue started to make a lollipop. Then she put her pen down. She
couldn’t do it.
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10:02:13 AM
9
When the bell rang, everyone ran outside. Sue stayed behind,
working on her drawing. She didn’t feel like being social. Sue’s
teacher, Mr. Martinez, saw her sad expression. He always encouraged
his students to do their best work. “That is a very good tree!” he
said. He gave Sue his support.
“The other kids don’t think so,” said Sue. “They want me to draw
the way they do.”
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“Do you want to draw lollipop trees?” Mr. Martinez asked. Sue shook
her head. “Then don’t!” he said.
“Drawing a tree that looks like a lollipop is easier for some
people. And sometimes kids want to do what everyone else does.
That’s social pressure. But that doesn’t mean you have to do it,”
said Mr. Martinez.
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11
“I can draw all sorts of trees,” Sue said. “I can draw one that
looks like an octopus,” she said. “And one that looks like a
monkey! I can also draw one that looks like a beautiful, real
tree!”
For the rest of recess, Sue drew. She didn’t think about what the
other kids might say. She thought only of how happy she was to be
drawing.
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12
The class came back from recess. “Did you make a tree that looks
like a lollipop?” asked Nat. Sue showed them her drawings.
The class saw the tree that looked like a monkey. They saw the tree
that looked like an octopus. And they saw the tree that looked just
like a tree.
“Wow,” said Amy. “These are good!”
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13
Mr. Martinez held up Amy’s first drawing, the one that was a wavy
line. “This is good too.” he said. “There is no one right way to
draw. Draw what you feel. Don’t draw what everyone else tells you
to draw.
“In our state we have all kinds of trees,” he went on. “Some are
native, and some were planted by the people who settled
here.”
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Nat picked up Sue’s drawings. “Then our forest picture can have all
kinds of trees,” he said. “They don’t all have to look like
lollipops.”
Sue picked up Amy’s picture with the wavy line. “They don’t all
have to look like real trees, either,” she said.
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15
That afternoon, the class put their drawings on the bulletin board.
There were lollipop trees and monkey trees. There was Amy’s tree
that was one wavy line. And in the very center was one special
tree. It was Sue’s tree. The one that looked just like a real,
native tree.
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Freedom of expression means we can express ourselves in many
different ways. We have freedom to write books that show how we
feel. We can make movies that tell the stories we want to tell. We
can create songs and pictures that matter to us. It doesn’t matter
what others think about what we create. What matters is what we
think and how our creations make us feel.
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AM11/19/05 10:02:40 AM
Fact Opinion
Reader Response 1. Use a chart like the one below. Label one
column Fact and the other Opinion. Look at the characters’ speeches
in the story. Find two statements of fact and two of opinion in
what they say. Write them in the correct column.
2. What questions did you have as you read? Did you find the
answers? Write your questions on a separate sheet of paper. Tell
how you found the answers.
3. Sue drew a tree that was native to her state. What does the word
native mean in this sentence?
4. How did Sue’s teacher help her understand why Nat didn’t like
her picture?
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AM11/19/05 10:04:53 AM
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